Skip to main content

Collaborative scholarship as a means of improving both university teaching practice and research capability

Buy Article:

$53.17 plus tax (Refund Policy)


The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.

Keywords: academic development; mentoring; scholarship of teaching and learning

Document Type: Research Article


Affiliations: 1: Faculty of Higher Education Lilydale, Swinburne University of Technology, Melbourne, Australia 2: Swinburne Online, Swinburne University of Technology, Melbourne, Australia 3: Faculty of Design, Swinburne University of Technology, Melbourne, Australia

Publication date: September 1, 2013

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more